The COVID-19 pandemic has seen significant challenges for health sciences education with the urgent need for the conversion of a new learning environment with a blended teaching delivery. Across the university, thousands of hours of delivery have been converted to blended or digital provision. Although distance education is not new, with online and blended learning approaches to higher education delivery well documented and evidenced in the literature, the pace of creation this year by staff potentially without previous expertise in this mode of education has been exceptional. As the current academic year draws to a close, we are yet to see the resultant performance and feedback results from our students, but we do have a window of opportunity to reflect as teachers on the transitions made. What have we learned as individuals? What were our biggest successes and what were the biggest challenges? By taking time to step back and review we engage ourselves in the scholarship that underpins our teaching delivery and can better understand the techniques and strategies that can support continued innovation into the future. Here we revisit the concept of building a community of inquiry (Garrison, 2007) and then share a visual tool to aid the review of content delivery adapted from Rapanta et al 2020 to support teachers as they begin to look forwards to ongoing revision of materials for 2021-22.
|Publication status||Unpublished - 20 Jul 2021|
|Event||University of Bristol: Centre for Health Sciences Education Conference 2021 - Online , Bristol|
Duration: 20 Jul 2021 → …
|Conference||University of Bristol: Centre for Health Sciences Education Conference 2021|
|Period||20/07/21 → …|